How to Handle the Problem of Deviation in Language Classes

Abstract

This article aims to investigate the problem of deviation—departing from the main point, going astray from the right path or digressing from the lesson plan into irrelevant details—to propose plausible solutions by developing effective ways in line with the data gathered through a questionnaire developed to double-check the reasons behind the digression from the main course of the lesson plan. The questionnaire administered at an academic setting was composed of 15 items designed to explore the nature of deviation in EFL classes. The answers collected were analysed and interpreted accordingly, and consequently displayed in tables so that the statistical representation of the values each item received was provided for those interested to have a complete picture of the problem. In the conclusion part will be (1) discussion points based on the interpretation of the data gathered and (2) some practical hints on how to handle the problem of deviation with kid gloves. Some implications were also drawn in line with the research findings to consider deviation from the perspective of the researcher.

DOI: 10.5901/mjss.2013.v4n3p569